Nonverbal Reasoning Research Articles

The Relationship Between Trait Emotional Intelligence, Cognition, and Emotional Awareness: An Interpretative Model.

Emotional awareness (EA) has been defined as the cognitive skill devoted to the identification and description of one’s own and others’ emotional experiences, an ability that has usually been conceptualized along with the development of cognitive intelligence. Despite this, EA has also been deemed a central constituent of Emotional Intelligence (EI), a construct that captures individual differences in how we perceive, communicate, regulate, and understand our own emotions, as well as the emotions of others. The overlap between the cognitive and the emotional domain in the definition of the EA construct has created several difficulties in both its understanding and its usage, so much so that several questions regarding its nature and structure remain unanswered. The aim of the present work was to test in a unique model the explanatory role of both trait EI and fluid nonverbal intelligence on EA variability in children, controlling for the effect of age, a variable strictly related to cognitive development, as well as gender, which is highly associated with trait EI during childhood. Four hundred and eighty-eight pupils (258 females and 230 males) ranging from 8 to 12 years old completed the Levels of Emotional Awareness Scale for Children, the Trait Emotional Intelligence Questionnaire – Child Form, and a measure of pure non-verbal reasoning ability, the Raven’s Progressive Matrices. The results of a structural equation model showed a positive explanatory power of both Raven and TEIQue scores on EA, revealing that both cognitive intelligence and trait EI significantly explained EA. The same model also showed an indirect effect of age, via intelligence scores, on EA, suggesting that the increase of EA with age could be partially imputed to the development of intelligence. Finally, a relation between gender and TEIQue scores confirmed higher trait EI scores in girls than in boys. The implications emerging from this model are discussed.

“Zooming in” on orthographic knowledge to clarify the relationship between rapid automatised naming (RAN) and word reading

Studies of relationships between orthographic knowledge (OK), rapid automatised naming (RAN) and reading have yielded mixed results due to inconsistency in measures used, the definition of OK and group characteristics. We comprehensively examined OK (MGR; mental graphemic representations and GOK; generic orthographic knowledge, accuracy/efficiency); alpha/non-alphanumeric RAN (ANRAN/NANRAN) and word reading (accuracy/efficiency) with control for nonverbal reasoning and phonological awareness. In 169 Grade 6 children, ANRAN uniquely influenced MGR (accuracy/efficiency), with NANRAN influencing only GOK efficiency. ANRAN/NANRAN influenced word reading efficiency directly/indirectly through MGR efficiency. We observed similar direct/indirect effects on word reading accuracy from ANRAN and MGR accuracy but only indirect influence from NANRAN through MGR accuracy. Further analyses indicated that RAN and OK relate reciprocally when influencing word reading. Our inference that both RAN and OK types, especially ANRAN and MGR, influence word reading by interactively and differentially accessing the same neural substrata as reading, should inform future research and intervention.

C-28 Raven’s Progressive Matrices: Validation of a Short Form

Abstract Objective The Raven’s Standard Progressive Matrices (RSPM) is a 60-item measure of non-verbal abstract reasoning. The length of the RSPM presents a potential barrier to its use. Consequently, Bilker et al. (2012) identified a 9-item short form (RSPM-SF). The purpose of this study is to (a) provide descriptive statistics for the RSPM-SF from a non-patient sample, and (b) validate the RSPM-SF by exploring correlations with congruent and divergent cognitive measures. Method Twenty men and 23 women, aged 55 to 83 (M = 67.79), completed a test battery that included the SPM-SF and global, memory, verbal, and executive measures. Results The mean score for the RSPM-SF was 4.40 (median = 4, mode = 4, SD = 1.92). RSPM-SF correlated best with the Montreal Cognitive Assessment (r = .548, CI: .297 to .729) and poorest with letter fluency (r = .065, CI: -.456 to .127). Correlations with executive measures ranged from a low of .308 (Tower Test; CI: .019 to .549) to a high of .470 (Trail Making Test Part-B; CI: .197 to .675). The average correlation with executive scores was .412. Average correlation with learning (both verbal and non-verbal) was .435, and with recall was .296. Conclusions RSPM historically was viewed as a non-verbal global estimate of cognitive ability. Present findings support using the RSPM-SF as a global measure, as it correlated well with both verbal and nonverbal, and executive and memory tests. Descriptive data suggested that the RSPM-SF items ranged from easy to difficult.

How Does Nonverbal Reasoning Affect Sentence Recognition in Adults with Cochlear Implants and Normal-Hearing Peers?

Background: Previous research has demonstrated an association of scores on a visual test of nonverbal reasoning, Raven’s Progressive Matrices (RPM), with scores on open-set sentence recognition in quiet for adult cochlear implant (CI) users as well as for adults with normal hearing (NH) listening to noise-vocoded sentence materials. Moreover, in that study, CI users demonstrated poorer nonverbal reasoning when compared with NH peers. However, it remains unclear what underlying neurocognitive processes contributed to the association of nonverbal reasoning scores with sentence recognition, and to the poorer scores demonstrated by CI users. Objectives: Three hypotheses were tested: (1) nonverbal reasoning abilities of adult CI users and normal-hearing (NH) age-matched peers would be predicted by performance on more basic neurocognitive measures of working memory capacity, information-processing speed, inhibitory control, and concentration; (2) nonverbal reasoning would mediate the effects of more basic neurocognitive functions on sentence recognition in both groups; and (3) group differences in more basic neurocognitive functions would explain the group differences previously demonstrated in nonverbal reasoning. Method: Eighty-three participants (40 CI and 43 NH) underwent testing of sentence recognition using two sets of sentence materials: sentences produced by a single male talker (Harvard sentences) and high-variability sentences produced by multiple talkers (Perceptually Robust English Sentence Test Open-set, PRESTO). Participants also completed testing of nonverbal reasoning using a visual computerized RPM test, and additional neurocognitive assessments were collected using a visual Digit Span test and a Stroop Color-Word task. Multivariate regression analyses were performed to test our hypotheses while treating age as a covariate. Results: In the CI group, information processing speed on the Stroop task predicted RPM performance, and RPM scores mediated the effects of information processing speed on sentence recognition abilities for both Harvard and PRESTO sentences. In contrast, for the NH group, Stroop inhibitory control predicted RPM performance, and a trend was seen towards RPM scores mediating the effects of inhibitory control on sentence recognition, but only for PRESTO sentences. Poorer RPM performance in CI users than NH controls could be partially attributed to slower information processing speed. Conclusions: Neurocognitive functions contributed differentially to nonverbal reasoning performance in CI users as compared with NH peers, and nonverbal reasoning appeared to partially mediate the effects of these different neurocognitive functions on sentence recognition in both groups, at least for PRESTO sentences. Slower information processing speed accounted for poorer nonverbal reasoning scores in CI users. Thus, it may be that prolonged auditory deprivation contributes to cognitive decline through slower information processing.

Does acquisition of hypothetical conditional sentences contribute to understanding the principles of scientific enquiry?

Principles of scientific investigation are often described using hypothetical “if” sentences. The current study explored whether the acquisition of such language is related to earlier understanding of scientific principles, specifically hypothesis testing and control of variables strategy. 98 children 8–9 years of age were tested individually on conditional sentence comprehension, repetition and scientific reasoning. Reasoning ability was tested with groups of children. Children who failed the scientific reasoning tests were re-administered the test/s they failed and grammar tests two years later (age 10–11). Good understanding of hypothetical conditional sentences at age 8–9 predicted showing understanding of hypothesis testing early (age 8–9) rather than late (age 10–11) and predicted passing control of variables strategy test by age 10–11, controlling for non-verbal and verbal reasoning ability. Comprehension of complex conditional sentences might be helping children with understanding the underlying principles of scientific investigation.

Improvement of Spatial and Non-verbal General Reasoning Abilities in Female Veterinary Medical Students Over the First 64 Weeks of an Integrated Curriculum.

Spatial visualization ability is defined as the ability to mentally rotate two- and three-dimensional figures. Visual reasoning is the ability to manipulate mental images of an object to reach a certain conclusion and has been linked to spatial ability. There is currently limited information about how entry-level spatial and visual reasoning abilities may be enhanced with progression through the rigorous veterinary medical curriculum. The present study made use of two tests that measure spatial ability and one test that measures non-verbal general reasoning ability in female veterinary students: Guay's Visualization of Views Test, Adapted Version (VVT), Mental Rotations Test (MRT), and Raven's Advanced Progressive Matrices Test, short form (APMT). Tests were given immediately before commencing the integrated veterinary medical curriculum (T0), at week 32 (T1), and at week 64 (T2) into the program. Results showed improved spatial visualization ability as measured by VVT and MRT and improved non-verbal general reasoning ability as measured by APMT at both 32 and 64 weeks. The spatial ability scores measured by VVT and MRT showed a positive correlation with non-verbal general reasoning ability scores (APMT), supporting the idea that these abilities are linked.

Relations between Preschool Children’s Fine Motor Skills and General Cognitive Abilities

ABSTRACTAn increasing number of findings suggest that cognition is grounded in sensorimotor experiences. Research suggests that fine motor skills (FMS) link to cognitive abilities. Existing studies, however, lack conceptual and methodological differentiation regarding FMS and little is known about the directional nature of links. In study 1, we measured three types of FMS, namely dexterity, grapho-motor skill, speed-dominated FMS in a sample of preschool children (n = 78) aged 4.42 years, and analyzed their links with nonverbal reasoning and general knowledge. Factor analyses verified the existence of these three distinct subsets of FMS. A unique link was found for dexterity and reasoning after controlling for age, attention and processing speed. In study 2, using a cross-lagged-panel design with two measurement points one year apart in preschool (n = 84), a cross-lagged link from four-year-old children’s dexterity to their reasoning skills at age five was demonstrated. Findings support the idea of FMS being involved in the development of cognitive abilities.

Beneficial Effect of Exercise on Cognitive Function during Peripheral Arterial Disease: Potential Involvement of Myokines and Microglial Anti-Inflammatory Phenotype Enhancement.

Peripheral arterial disease (PAD), leading to intermittent claudication, critical ischemia with rest pain, and/or tissue damage, is a public health issue associated with significant morbidity and mortality. Little is known about the link between PAD, cognitive function, and whether exercise might reduce cognitive dysfunction in PAD patients, as previously observed concerning both quality of life and prognosis. This review highlights the fact that patients suffering from PAD often demonstrate cognitive dysfunction characterized by reduced performance in nonverbal reasoning, reduced verbal fluency, and decreased information processing speed and a greater risk for progression toward dementia. Further, the data presented support that physical exercise, likely through myokine secretion and microglial anti-inflammatory phenotype enhancement, might participate in the cognition protection in common clinical settings.

Alcohol Use During Lactation and Offspring Outcomes

News reports of decreased nonverbal reasoning in 6-year-old children exposed to alcohol in breast milk have ignited both concern about drinking during lactation and accusations of mother-shaming. Lactation consultants are often asked about the safety of drinking alcoholic beverages during lactation. Placing this study in the context of other research about alcohol use by lactating parents and the outcomes for their children can help provide evidence to support continued breastfeeding and child safety.

Examining lifespan stage recognition abilities among adults with intellectual disability

ABSTRACTBackground:Being aware of the different social expectations linked to the principal lifespan stages (i.e., childhood, adulthood, old age) is critical to an individual's inclusion in the community and to developing appropriate social behaviours. However, little research exists on this topic in the field of intellectual and developmental disabilities.Method:Sixty-nine adults with intellectual disability (ID) took part in the study. They completed a new task specifically developed to assess lifespan stages recognition among persons with ID. Participants' verbal and nonverbal reasoning skills were also assessed.Results:The results of this study suggest that the performance of adults with ID in recognising different lifespan stages is related to specific cognitive abilities and to the type of material used to test this performance.Conclusion:Implications of these results and the possible use of the task in educational settings are discussed.

Relations between Risk for Sleep-Disordered Breathing, Cognitive and Executive Functioning, and Academic Performance in Six-Year-Olds

ABSTRACTResearch Findings: Optimal sleep is important for children’s learning and development. Sleep disordered breathing (SDB) refers to a spectrum of conditions from simple snoring to obstructive sleep apnea that is common in childhood and interrupts sleep. We examined pathways between SDB and academic performance of children (N = 163, M age = 6.2 years) one year after school entry. Measures included parent questionnaire and clinical assessment of SDB, standardized tests and rating scales of cognitive and executive functioning, researcher-administered literacy and numeracy tasks, and teacher-reported academic performance. Structural equation modeling (SEM) revealed direct and indirect paths between SDB and poorer academic performance. In indirect models, children’s SDB severity score was significantly linked to poorer executive functioning (β = .38, p < .01) and negatively associated with nonverbal reasoning (β = −.21, p < .01). Poorer executive functioning, in turn, was negatively related to the verbal composite (β = −.61, p < .01), with verbal and nonverbal composites associated with academic performance (βs = .56, .27, respectively, p’s < .01). Practice or Policy: These findings point to the need for attention to SDB and its links to potential cognitive sequelae across early development. Practitioners equipped with knowledge of SDB symptoms can facilitate referral for appropriate consultation and evaluation.

Improvement of spatial and non‐verbal general reasoning abilities in female veterinary medical students

Spatial visualization ability refers to the human cognitive ability to form, retrieve and manipulate mental models of spatial nature. Visual reasoning ability has been linked to spatial ability. There is currently limited information about how entry‐level spatial and visual reasoning abilities may predict veterinary anatomy performance or may be enhanced with progression through the veterinary anatomy content in an integrated curriculum. The present study made use of two tests that measure spatial ability, and one test that measures non‐verbal general reasoning ability in female veterinary students: Guay's visualization of views test, adapted version (VVT), mental rotations test (MRT), and Raven's advanced progressive matrices test, short form (APMT). Tests were given to female veterinary medical students immediately before commencing the integrated veterinary medical curriculum (T0), at week 32 (T1) and, at week 64 (T2) into the program.Results showed that first‐year female veterinary medical students exposed to an integrated curriculum for 64 weeks improved their spatial visualization ability as measured by VVT and MRT. A long‐term improvement of their non‐verbal general reasoning ability as measured by APMT was also observed. Spatial ability scores measured by VVT and MRT showed a long‐term positive correlation with non‐verbal general reasoning ability scores (APMT) establishing that these abilities are linked.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Literacy skills and online research and comprehension: struggling readers face difficulties online

The present study evaluated the extent to which literacy skills (reading fluency, written spelling, and reading comprehension), together with nonverbal reasoning, prior knowledge, and gender, are related to students’ online research and comprehension (ORC) performance. The ORC skills of 426 sixth graders were measured using a Finnish adaptation of the Online Research and Comprehension Assessment. Results of a structural equation model showed that these ORC skills were divided into six highly correlated factors, and that they formed a common factor in ORC. Altogether, these predictor variables explained 57% of the variance in ORC. Reading comprehension, along with gender, was the strongest predictor for ORC performance. In addition, reading fluency and written spelling explained ORC variance over and above reading comprehension. These findings suggest that struggling readers probably face difficulties online.

Role of Neurocognitive Factors in Academic Fluency for Children and Adults With Spina Bifida Myelomeningocele.

Fluency is a major problem for individuals with neurodevelopmental disorders, including fluency deficits for academic skills. The aim of this study was to determine neurocognitive predictors of academic fluency within and across domains of reading, writing, and math, in children and adults, with and without spina bifida. In addition to group differences, we expected some neurocognitive predictors (reaction time, inattention) to have similar effects for each academic fluency outcome, and others (dexterity, vocabulary, nonverbal reasoning) to have differential effects across outcomes. Neurocognitive predictors were reaction time, inattention, dexterity, vocabulary, and nonverbal reasoning; other factors included group (individuals with spina bifida, n=180; and without, n=81), age, and demographic and untimed academic content skill covariates. Univariate and multivariate regressions evaluated hypotheses. Univariate regressions were significant and robust (R 2 =.78, .70, .73, for reading, writing, and math fluency, respectively), with consistent effects of covariates, age, reaction time, and vocabulary; group and group moderation showed small effect sizes (&lt;2%). Multivariate contrasts showed differential prediction across academic fluency outcomes for reaction time and vocabulary. The novelty of the present work is determining neurocognitive predictors for an important outcome (academic fluency), within and across fluency domains, across population (spina bifida versus typical), over a large developmental span, in the context of well-known covariates. Results offer insight into similarities and differences regarding prediction of different domains of academic fluency, with implications for addressing academic weakness in spina bifida, and for evaluating similar questions in other neurodevelopmental disorders. (JINS, 2019, 25, 249-265).

Situation model building ability uniquely predicts first and second language reading comprehension

Abstract We examined the unique role of textbase memory and situation model building ability in first (L1) and second (L2) language reading comprehension. Participants were 76 monolingual and 102 bilingual children in 4th grade. A pathfinder network approach was used to assess textbase memory and situation model building ability, on top of other well-known cognitive and linguistic predictors of reading comprehension (working memory, nonverbal reasoning, decoding, vocabulary, and grammar). Reading comprehension was assessed by a standardized task unrelated to the textbase and situation model building task. The results showed that there was no difference between L1 and L2 readers in nonverbal reasoning, working memory, textbase memory and situation model building. L2 readers were more efficient decoders than L1 readers, but lagged behind on vocabulary, grammar, and reading comprehension. Situation model building ability was found to predict reading comprehension over and above the other cognitive and linguistic predictors to the same extent in both groups.

The future of the ageing workforce in engineering: relics or resources?

ABSTRACTRetaining older workers in productive employment is forecast to be a major issue as rapid changes, such as digitalisation and artificial intelligence, will transform how many roles are performed. Two such issues faced by older workers are normal age-related cognitive decline that affects reasoning and problem solving, and workplace stereotyping based on their age. Qualified engineers (n=25, range 24-77 years) participated in a non-verbal multiple-choice abstract reasoning test to assess problem solving ability, then individually interviewed on their perceptions of retaining older engineers in the workplace. The study finds all engineers scored similarly, however, the task revealed that older engineers faced with the same novel problem take significantly longer to solve than their younger counterparts. This finding is countered with evidence that younger engineers rely on older engineers' experience and knowledge for training and mentoring. This study highlights the benefits and resources that older engineers bring to the workplace.

Neuropsychological correlates of the bicycle drawing test

Objective: There is a need for psychological tools to assess cognitive functioning in illiterate or partly illiterate patients. Method: We examined neuropsychological correlates of scores on Luria&#39;s bicycle drawing test on a sample of 30 psychiatric patients (mean age =33.2, SD=15.3, 11 females, 19 males) referred for psychological testing. The test battery included the bicycle drawing test, the Millon Clinical Multiaxial Inventory – III (MCMI3), Raven&#39;s Standard Progressive Matrices, WAIS Vocabulary Test, and Logical Memory subtests from Wechsler Memory Scale-Revised. We have developed our scoring system to separately rate 12 aspects of bicycle drawings, on a scale from 0 (= missing or unrecognizable) to 5 (= adequate, distinct): wheels, frame, handlebar, seat, pedals, chain, tires, brakes, fenders, bell, headlight, back reflector, and the connection of the wheel axis to the frame. A global rating of the distortion of the frame (from 0 = adequate to 25 = unrecognizable) was also included. Results: The bicycle test scores were not significantly correlated (p>.05, 1-tailed) with MCMI3 psychopathology, however, they correlated with nonverbal reasoning skills (correlations ranging from.57 to.74) and with measures of verbal skills (correlations ranging from.41 to.62 to scope of vocabulary). Conclusions: The correlational patterns support concurrent validity of our scoring system. The bicycle drawing test may be a useful screening procedure for cognitive impairment. As the digital display clocks enjoy an increasing popularity, the bicycle test may become a convenient substitute for the Draw a Clock Test in studies of dementia.

The Relationship between Intelligence, Head Circumference, Body Weight and Height in Libya

This study reports a relationship between intelligence, head circumference, body weight and height. Intelligence was measured by the Standard Progressive Matrices (SPM), a test of abstract non-verbal reasoning, in a sample of 720 school students aged 13-18 years in Libya. The results show statistically significant correlations of test scores with head circumference, body weight and height in all six age groups, with a mean of 0.27, 0.28 and 0.25 respectively. All three anthropometric measures were independent predictors in multiple regression models.

Positive Correlations between Head Circumference, Height and Intelligence: New Evidence from a High School in Egypt

This study recruited a sample of 2,206 (1001 males and 1205 females) 15-18 year old students from urban and rural secondary schools in the Al Minia region of Egypt. They were tested for abstract non-verbal reasoning ability with Raven’s Advanced Progressive Matrices (RAPM), and measured for head circumference and height. Intelligence was significantly correlated with head circumference (r = .243, p<.001) and height (r = .188, p<.001), after controlling for sex and age.

Intelligence in the West African State of Benin

This paper reports the first measurement of intelligence on a representative sample from Benin. The SPM+, a test of non-verbal abstract reasoning, was administered to 4,054 schoolchildren aged between 6 and 18 years, 56% male and 44% female. A mean British-scaled IQ of 71.96 was obtained by the sample. There were only limited indications for sex differences favoring males, but clear signs for a Simber-effect at younger ages were found. Effects of the school system of Benin on changes in IQ with age are discussed. Methodological challenges in raw- to IQ-score conversions in samples with relatively low intelligence and at the level of individuals will be evaluated.